Effects of interactive whiteboard technology on the achievement and engagement of elementary-aged students with high-functioning Autism Spectrum Disorder in the content of reading
This dissertation examined the effects of interactive whiteboards (IWB) during reading instruction on student engagement and achievement with three elementary-aged students with identified Autism Spectrum Disorder (ASD). To date, the majority of the literature references regular classroom instruction and not special populations. A quantitative-dominant mixed methods approach was implemented. It included experimental methods to collect achievement and engagement data, and a post-study interview to get a more in-depth understanding of the research. The same participants were used in both the ...
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